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All Journal International Journal of Evaluation and Research in Education (IJERE) Sosiohumaniora JURNAL SMART IJEE (Indonesian Journal of English Education) Measurement : Jurnal Akuntansi IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JURNAL IQRA´ FIKRI : Jurnal Kajian Agama, Sosial dan Budaya Jurnal Mirai Management Elementary: Jurnal Ilmiah Pendidikan Dasar Jurnal ELTIKOM : Jurnal Teknik Elektro, Teknologi Informasi dan Komputer Al Ishlah Jurnal Pendidikan ATTARBIYAH: Journal of Islamic Culture and Education Ranah: Jurnal Kajian Bahasa Jurnal Riset Keuangan dan Akuntansi (JRKA) Abdimas Dewantara Jurnal Bahasa Lingua Scientia JMKSP (Jurnal Manajemen, Kepemimpinan, dan Supervisi Pendidikan) JURNAL PENDIDIKAN TAMBUSAI YUME : Journal of Management IJoASER (International Journal on Advanced Science, Education, and Religion) TELKA - Telekomunikasi, Elektronika, Komputasi dan Kontrol Competitive Jurnal Akuntansi dan Keuangan Jurnal Review Pendidikan dan Pengajaran (JRPP) ACCOUNTHIK : Journal of Accounting and Finance Ghaidan: Jurnal Bimbingan Konseling Islam dan Kemasyarakatan Riayah: Jurnal Sosial dan Keagamaan Attractive : Innovative Education Journal At-Tajdid : Jurnal Pendidikan dan Pemikiran Islam Pedagogy : Journal of English Language Teaching Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences JOLLT Journal of Languages and Language Teaching Jurnal Ilmiah Wahana Pendidikan Continuous Education : Journal of Science and Research Jurnal Listrik, Instrumentasi, dan Elektronika Terapan Jurnal USAHA Jurnal Kewarganegaraan Journal of English Development Anglophile Journal Bulletin of Science Education Bulletin of Community Engagement Bulletin of Pedagogical Research Berkala Ilmiah Pendidikan Jurnal Al-Qiyam Jurnal Tana Mana Journal of Childhood Development Curricula : Journal of Teaching and Learning Prosiding University Research Colloquium Jurnal Ilmiah MEA (Manajemen, Ekonomi, dan Akuntansi) Journal of Artificial Intelligence and Digital Business International Journal of Community Engagement Payungi Sanskara Ekonomi dan Kewirausahaan Bulletin of Early Childhood Jurnal Pengabdian Fakultas Pertanian Universitas Lampung Assyfa Journal of Multidisciplinary Education Dinamika Kerajinan dan Batik: Majalah Ilmiah Tapis : Jurnal Penelitian Ilmiah Balance: Jurnal Ekonomi Ranah: Jurnal Kajian Bahasa
Suhono Suhono, Suhono
Unknown Affiliation
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Social Sciences Other

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The Religious Moderation Education: Implementing the Nusantara Islamic Curriculum at Tulang Bawang Islamic Boarding School M. Afifuddin; Suhono Suhono
Bulletin of Science Education Vol. 5 No. 3 (2025): Bulletin of Science Education
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bse.v5i3.1129

Abstract

This study examines the implementation of the Nusantara Islamic curriculum in fostering religious moderation at Tulang Bawang Islamic Boarding School. Using a descriptive qualitative approach, data were collected through in-depth interviews, participant observation, and document analysis. The findings reveal that the Nusantara Islamic curriculum effectively integrates Islamic values with national principles, thereby promoting inclusive attitudes, tolerance, and respect for diversity among students. Furthermore, the curriculum contributes to the strengthening of social harmony through learning practices grounded in local wisdom. This study contributes theoretically by enriching the discourse on religious moderation education within Islamic boarding schools and practically by providing an empirical model for curriculum development that aligns Islamic values with national identity and multicultural realities in Indonesia. This research is expected to serve as a reference for the development of Islamic boarding school curricula that are responsive to the challenges of the Indonesian context and globalization.
Developing Assessment Instruments for Procedural Writing of Managing Flight Emergency and Urgency Situations: Examining Indonesian Aviation English Instructors’ Perceptions Raga Pratama; Nur Mukminatien; Fatmawati Fatmawati; Suhono Suhono
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7775

Abstract

Despite the critical need for written communication and emergency management proficiency in aviation, existing research in aviation English education has primarily emphasized speaking and listening skills, neglecting cadets’ writing abilities. This gap is particularly concerning given the International Civil Aviation Organization (ICAO) Annex 10 requirements, which demand accurate and coherent documentation in emergency scenarios. Addressing this void, the present study aimed to develop reliable and valid assessment instruments for assessing aviation cadets’ procedural writing skills in managing flight emergency and urgency situations. This study also examined the Indonesian Aviation English instructors’ perceptions on the developed assessment instruments. Employing a Research and Development (R&D) design using the ADDIE model—Analysis, Design, Development, Implementation, and Evaluation—the study constructed test instructions and an analytic scoring rubric based on learning indicators derived from ICAO Annex 10. The instruments underwent expert validation (CVI = 1.00) and were trialed with 24 third-semester aeronautical communication cadets. The inter-rater reliability test showed good consistency (ICC = 0.802–0.890), confirming the rubric’s reliability in practical use. Results revealed that the instruments effectively assessed both linguistic skills and operational understanding. Aviation English instructors found the assessment instruments pedagogically valuable as they promoted integrated language learning and critical thinking skills through the application of a sequenced procedure in managing flight emergency and urgency situations. However, limitations include the small sample size and the absence of multimodal performance assessments. Future research should expand implementation across diverse aviation academies and explore integration with AI-driven tools or scenario-based simulations. This study contributes to English for Specific Purposes (ESP) pedagogy by providing a validated framework for enhancing and assessing domain-specific writing in high-stakes professional contexts.
From Drafting to Publication: A Systematic Review on Genre-Based Pedagogy in EFL Academic Writing Instruction Impiani Zagoto; Suhono Suhono; Lies Dian Marsa Ndraha
Anglophile Journal Vol. 5 No. 1 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i1.1894

Abstract

This systematic review examines the application of genre-based pedagogy in English as a foreign language (EFL) academic writing instruction between 2015 and 2025. It addresses persistent challenges faced by learners, particularly their limited familiarity with academic genres and difficulties in managing disciplinary writing conventions. Genre-based pedagogy, which foregrounds explicit instruction in genre structures and communicative purposes, has gained recognition as an effective framework for enhancing learners’ academic writing competence. Through a systematic search of peer-reviewed studies indexed in Scopus, this review synthesizes evidence on instructional approaches, learning outcomes, and teaching contexts. Findings reveal that genre-based instruction has been widely implemented in secondary and tertiary education, consistently leading to improved writing performance. Gains are especially evident in organization, cohesion, and genre awareness, alongside increased learner motivation, engagement, and confidence. The reviewed studies employed diverse models, ranging from traditional genre cycles and process-oriented strategies to technology-supported approaches using digital platforms. This diversity highlights the adaptability of genre-based pedagogy and its compatibility with learner-centered instruction. Nonetheless, significant gaps remain: most studies are short-term, emphasize conventional essay genres, and give limited attention to multimodal or interdisciplinary writing. Moreover, inadequate teacher preparation, particularly among preservice educators, continues to hinder effective implementation. To strengthen future research and practice, the review recommends longitudinal studies, broader genre coverage, and systematic teacher training. Overall, the synthesis affirms genre-based pedagogy as a flexible and dynamic approach that fosters both cognitive development and affective engagement in EFL academic writing.
English Language Learning in Language Academic Preparation Program (LAPP): an Autoethnography Risma Fahrul Amin; Suhono Suhono; Erikson Saragih; Marzia Khatan Smita
Anglophile Journal Vol. 5 No. 1 (2025): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v5i1.1923

Abstract

This autoethnographic study examines the lived experiences of learning English for Academic Purposes (EAP) within the Language Academic Preparation Program (LAPP), a key component of the Program Persiapan Studi Lanjut (PPSL) at UIN Sultan Syarif Kasim Riau. Drawing upon personal reflections and research journals, the study investigates how culturally responsive pedagogy, local wisdom, and immersive experiences shape academic language development. By engaging in activities such as traditional ceremonies, local arts performances, culinary practices, and educational field visits, the program contextualized English learning in ways that enhanced learner engagement and reinforced cultural identity. The findings suggest that EAP instruction becomes more effective and transformative when it integrates local cultural content with authentic learning contexts. Furthermore, the study demonstrates that autoethnography provides a valuable lens for capturing the emotional, intellectual, and pedagogical dimensions of language education. The main contribution of this research lies in proposing an alternative model of EAP instruction that is not only academically rigorous but also culturally grounded, offering new insights for the development of contextually relevant language education programs in Indonesia and beyond.
An Analysis of Asatidz’ Instructional Strategies for Improving the Quality of Qur’anic Reading through the An-Nahdliyyah Method at the RTQ of Darul ‘Ulum Islamic Boarding School Febry Ilham Nur Cholis; Ikhwan Aziz Q; Zainal Arifin; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1527

Abstract

Islamic boarding schools (pesantren) play a significant role in developing students’ religious competencies, particularly their ability to read the Qur’an. Proficiency in Qur’anic recitation serves as a fundamental basis for understanding Islamic teachings and fostering students’ religious character. Achieving this competence requires well-planned, systematic, and sustainable instructional strategies. This study was conducted at the RTQ of Darul ‘Ulum Islamic Boarding School in Seputih Banyak, Central Lampung, an institution dedicated to improving students’ Qur’anic reading skills. The study employed a qualitative descriptive approach using field research methods. Data were collected through observation, interviews, and documentation, while data validity was ensured through source and technique triangulation. The findings revealed that the teachers (asatidz) implemented instructional strategies encompassing the organization, delivery, and management of Qur’anic reading instruction. These strategies included systematically structured learning materials, a combination of classical and individual teaching methods with direct corrective feedback, the creation of a conducive learning environment, and collaboration with students’ parents or guardians. The implementation of these strategies contributed to improvements in students’ reading fluency, accuracy of makhraj (pronunciation), understanding of tajwid rules, as well as their discipline and self-confidence. Therefore, the instructional strategies implemented at the RTQ of Darul ‘Ulum Islamic Boarding School have proven effective in enhancing students’ Qur’anic reading abilities.
An Analysis of Asatidz’ Instructional Strategies for Improving the Quality of Qur’anic Reading through the An-Nahdliyyah Method at the RTQ of Darul ‘Ulum Islamic Boarding School Febry Ilham Nur Cholis; Ikhwan Aziz Q; Zainal Arifin; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.1527

Abstract

Islamic boarding schools (pesantren) play a significant role in developing students’ religious competencies, particularly their ability to read the Qur’an. Proficiency in Qur’anic recitation serves as a fundamental basis for understanding Islamic teachings and fostering students’ religious character. Achieving this competence requires well-planned, systematic, and sustainable instructional strategies. This study was conducted at the RTQ of Darul ‘Ulum Islamic Boarding School in Seputih Banyak, Central Lampung, an institution dedicated to improving students’ Qur’anic reading skills. The study employed a qualitative descriptive approach using field research methods. Data were collected through observation, interviews, and documentation, while data validity was ensured through source and technique triangulation. The findings revealed that the teachers (asatidz) implemented instructional strategies encompassing the organization, delivery, and management of Qur’anic reading instruction. These strategies included systematically structured learning materials, a combination of classical and individual teaching methods with direct corrective feedback, the creation of a conducive learning environment, and collaboration with students’ parents or guardians. The implementation of these strategies contributed to improvements in students’ reading fluency, accuracy of makhraj (pronunciation), understanding of tajwid rules, as well as their discipline and self-confidence. Therefore, the instructional strategies implemented at the RTQ of Darul ‘Ulum Islamic Boarding School have proven effective in enhancing students’ Qur’anic reading abilities.
Embodying the Other, Preparing the Self: Impersonation Technique as Simulation-Based Pedagogy for Communicative Skill Development and Workforce Readiness Herditya Wahyu Widodo; Mochamad Nasrul Chotib; Kukuh Prayitno Subagyo; M Misbahul Amri; Suhono Suhono
Continuous Education: Journal of Science and Research Vol. 7 No. 2 (2026)
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i2.3491

Abstract

This study investigates the use of impersonation technique to enhance ten communicative skills essential for workforce readiness: active listening, confidence, appropriate method selection, tone and volume control, empathy, friendliness, respect, feedback-sharing, non-verbal cue interpretation, and responsiveness. Employing a mixed methods design within a four-day intensive workshop, quantitative data were collected from 77 performer-participants (actors, actresses, directors) via structured questionnaires, while qualitative insights were obtained through an interview with an expert drama practitioner. The findings revealed that 92.72% of respondents reported experiencing the target skills during the preparation and performance phases, and 95.58% perceived these skills as beneficial for their future careers. Notably, a gap emerged between the experience (87%) and perceived utility (94.8%) of non-verbal cues and responsiveness, interpreted through the lens of tacit knowledge-learners enacted these skills without full conscious awareness. The expert interview further illuminated the phase-specific nature of skill development, identifying respect and feedback-sharing as dominant during collaborative preparation, confidence and non-verbal reading as prominent on stage, and vocal modulation and active listening as operating across both phases. The study concludes that impersonation technique functions as a form of simulation-based and transformative learning, cultivating regulative skills during preparation and expressive skills during performance. This positions impersonation as a promising and adaptable pedagogy for bridging the soft skills gap in higher education, though longitudinal research on actual skill transfer to workplace contexts remains a priority for future investigation.
Psycholinguistic Dynamics in Writing Instruction for Children with Special Needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School Kholida Nur; Jauharotun Nafisah; Yuning Eka Rahma Wati; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.933

Abstract

Writing is a fundamental literacy skill that involves complex cognitive, linguistic, motor, and socio-environmental processes, particularly for children with special needs (CSN). Research examining these psycholinguistic processes within inclusive Islamic boarding school contexts remains limited. This study aims to describe the psycholinguistic dynamics involved in writing instruction for children with special needs at Tri Bhakti Al-Qudwah Inclusive Islamic Boarding School in Metro City and to analyze the contribution of the inclusive boarding school environment to students’ writing processes. The study employed a qualitative case-study design. Participants consisted of six students with special needs, three accompanying teachers, and one boarding school administrator selected through purposive sampling. Data were collected through participant observation, in-depth interviews, document analysis, and stimulated recall, and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings reveal that writing instruction involves four interconnected stages: planning, linguistic formulation, motor-tactile transcription, and monitoring and revision. Major challenges include high working-memory demands, difficulties converting phonological representations into Arabic Braille symbols, limited fine-motor coordination, and restricted revision opportunities. The inclusive boarding school environment, characterized by literacy habituation, peer tutoring, individualized assistance, and flexible learning accommodations, positively supports writing fluency and students’ confidence. The novelty of this study lies in integrating psycholinguistic analysis with the bilingual Arabic–Indonesian context of inclusive Islamic boarding school education. The findings provide pedagogical implications for developing adaptive and contextualized writing instruction models for children with special needs in inclusive Islamic educational settings.
Optimizing Students’ Arabic Writing Skills through Project-Based Learning Based on Digital Storytelling Kholida Nur; Ahmad Mubaidilah; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 1 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i1.940

Abstract

This study aims to examine the implementation of Project-Based Learning (PJBL) integrated with digital storytelling to develop students’ Arabic writing skills (Mahārah Kitābah). The study employed a descriptive qualitative approach and was conducted with third-semester students of the Arabic Language Education Program at Universitas Ma’arif Lampung. Data were collected through classroom observations, semi-structured interviews, documentation, and analysis of students’ digital storytelling projects. The findings indicate that the integration of digital storytelling into PJBL supported the development of students’ ability to compose Arabic narrative texts in a more structured, communicative, and contextual manner. The project-based activities also increased students’ engagement and motivation to write by providing opportunities to produce authentic texts and publish their work through digital and social media platforms. Furthermore, the learning model facilitated the development of several 21st-century competencies, particularly digital literacy, creativity, collaboration, and communication. These findings suggest that the integration of digital storytelling into PJBL can serve as an innovative learning strategy for developing students’ Mahārah Kitābah in Arabic language education, particularly in response to the demands of digital learning environments
Integrating AI-Based Pronunciation App ELSA Speak in English Lessons: A Case Study at SMP Negeri 4 Batanghari Nuban Erry Raihan; Mai Zuniati; Umar Al Faruq Al Hasyim; Suhono Suhono
International Journal on Advanced Science, Education, and Religion Vol 9 No 2 (2026): IJoASER (International Journal on Advanced Science, Education)
Publisher : Sekolah Tinggi Agama Islam Al-Furqan, Makassar - Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33648/ijoaser.v9i2.1775

Abstract

The development of digital technology has significantly influenced the way English is taught and learned, particularly in pronunciation practice. One of the applications that can assist students in improving their pronunciation is ELSA Speak, which provides automatic feedback on spoken English. This study aimed to examine the implementation of ELSA Speak in English pronunciation learning and to explore students’ responses to its use in the classroom. This study used a qualitative case study design conducted at SMP Negeri 4 Batanghari Nuban. The participants consisted of one English teacher and 31 eighth-grade students, with five students selected for in-depth interviews. The data were obtained through interviews and analyzed using descriptive qualitative analysis. The results showed that the application supported students in practicing pronunciation more regularly and helped them recognize and correct their pronunciation errors through instant feedback. In addition, students responded positively because the application made the learning process more interactive and engaging. However, several obstacles were also identified, such as unstable internet connections and students’ difficulties in pronouncing certain English sounds. The findings also indicate that the teacher plays an important role in guiding students in using the application effectively during the learning process. The teacher’s guidance helps students understand how to use the feedback provided by the application to improve their pronunciation. Therefore, the integration of technology-based applications such as ELSA Speak can be considered as an alternative tool to support pronunciation learning in English classrooms. This study also suggests that the use of digital pronunciation applications can enhance students’ engagement and provide additional opportunities for independent pronunciation practice.
Co-Authors A. Hashim, Umar Alfaruq A. Hasyim, Umar Al Faruq Abdul Khamid Abdul Khamid, Abdul Abdul Rauf Chaerudin Adelia Permata Sari Adelia, Nova Adhi Rizal Adi Wijaya Afina Nur Aini Afinda, Mia AGUS SETIAWAN Agus Setiawan Agustin, Widya Dwi Ahmad Madkur Ahmad Mubaidilah Ahmad Nurndiansyah Ahmad Zarnuji Ahmad Zarnuji, Ahmad Aisyah Khumairo Aisyah Khumairo, Aisyah Ajeng Eka Putri Aji, Rahmadi Putra Aji, Wahyu Waskito Aldi Permana Putra Alfaridzi, Luthfi Aliya Nabila Sari Amelisa, Maya Amirotun Nisfah Amrulloh, Hanif Andi Lala Andy Mappewali Angelica Napitupulu Angraini, Nosy Mutia Anis Luthfiyani Anshar, Fitrah Aulia Ansor Ansor Anwar M Aprezo Pardodi Maba Aprezo Pardodi Maba Aqmarina, Nur Ardhi Eka Fadilah Aria Septi Anggaira Aria Septi Anggaira Aria Septi Anggaira Aria Septi Anggaira, Aria Septi Arif Fajar Arif Fajar Arum Khoiriyah Ashara Musafa Aslan Aslan Aulia Izzatul Jannah Aulia Shandy Pramesta C Awal Kurnia Putra Nasution AYU LESTARI Aziz Q, Ikhwan Aziz, Ikhwan Azizah, Isnaini Nur Bagus Usada Bambang Ariyanto Bambang Ariyanto Bambang Yudi Cahyono Batu, Reminta Lumban Bernaditha Herindri Samodera Utami Bety Dwi Pratiwi Bobby Octavia Yuskar Budiarti, Desi Cahyono, Heri Carolyn Lukita Chabibi, Mochamad Chintya Sinambela CHOIRUL ANWAR Dailibas Dailibas Dailibas, Dailibas Danang Saputra Dea, Leli Fertiliana Dede Ahmad Ramadani Dedi Setiawan Dedi Setiawan Defika Andriana Sari DewaRini, Chandra Annisa Dewi, Mitha Sukma Dewi, Novi Ayu Kristiana Dewi, Susi Fitria Dharma Setyawan Dharma Setyawan Dharma Setyawan Diah Ratna Paramita Dian Anggraini Dian Anggraini Dian Eka Priyantoro Dian Puspa Negara Dian Septinova Disman Disman Dwi Nugroho Dwi Nur Hadiansyah Wicaksono Dyah Fitri Mulati Edo Dwi Cahyo Eka Prasetiawati, Eka Ekaning Dewanti Laksmi Eko Nani Fitriono Elmi Mufidah Endang Mahpudin Era Lestari Ericca Putri Alvinata Erikson Saragih Erikson Saragih Ermis Suryana Ermis Suryana Erni Zuliana Erry Raihan Ester Sitorus Eva Maria Sulastri Fahrina Yustiasari Liriwati Fahrur Rozi Fahrur Rozi Fajar, Arif Fanani Arief Ghozali Fatmariza Fatmariza Fatmawati Fatwa Tentama Febry Ilham Nur Cholis Ferdian Utama Ferdian, Ferdian Feryl Ilyasa Fitrah Aulia Anshar Fitranda Rizky Salwansa Fitri, Meliana Gusganda Suria Manda Haikal Haikal Haikal Haikal Haikal Haikal Haikal Haikal Haikal Haikal Haikal Haikal Haikal Haikal Haikal Hakim, Arif Lukman Halimatus Sa’diyah Hamdan Hamdan Hana Syafira Hanif Maulaniam Sholah Hari Sulistiyo Hasyim, Umar Al Faruq A Hayati, Ihda Lailatul Hayatun Nufus Helmi Wicaksono Henita Rahmayanti Herditya Wahyu Widodo Heri Cahyono Herman Herman Herman Hernisawati Hernisawati Hibatulloh, Muhammad Bilal Hidayah, Yayuk Hidayatullah, Rizky Hifni Septina Carolina Ikhwan Aziz Ikhwan Aziz Q Ilmi Zajuli Ichsan Imam Fadilah Impiani Zagoto Inaad Mutlib Sayer Irhammudin, Irhammudin Irhamudin Irhamudin Irhamudin, Irhamudin irmawan andri nugroho Isnaini Nur Azizah Isnaini Nur Azizah Itanova, Hani Jauharotun Nafisah Junita Batubara Kahfi, Nazih Sadatul Kayla Andira Khodijah Khodizah, Firda Nur Khoiriyah, Arum Kholida Atiyatul Maula Kholida Nur Khumairo, Aisyah Komariyah Komariyah KOMARIYAH KOMARIYAH Kristina, Marilin Kukuh Prayitno Subagyo Kushendar Kushendar, Kushendar Lailatul Mukaromah Leli Fertiliana Dea Lies Dian Marsa Ndraha Linda Safitri Lukman Subekti Luluah, Desi Ayanah Lupita Cesar Dian Pradigmawati Luthfiyana, Mela M Misbahul Amri M, Nahruddien Akbar M. Afifuddin M. Hilmy Hidayatullah M. Hilmy Hidayatullah M. Ngali Zainal Makmun M. Yogi Riyantama Isjoni M. Zainal Arifin Madi Hartono Madjid, Seva Madjidainun Rahma Mahpudin, Endang Mai Zuniati Mai Zuniati Mai Zuniati Manar, Marsandi Maria Montessori Marlenatul Fitria Marliana, N. Lia Marsandi Manar Marzia Khatan Smita Masrurotul Mahmudah Masrurotul Mahmudah, Masrurotul Maulita, Peni Maya Sari Meiwatizal Trihastuti Meliana Fitri Meliana Fitri Mispani Mispani Mochamad Nasrul Chotib Mochammad Imron Awalludin Moh Dimyati Mohd Hilmy Baihaqy Yussof Mowafg Abrahem Masuwd Much Deiniatur Muhamad Agus Mushodiq, Muhamad Agus Muhamad Ghufron Ro’uf Muhammad Agus Mushodiq Muhammad Khoirur Rofiki Muhammad Kristiawan Muhammad Nasim Harahap Muhammad Nur Amin Muhammad Thoyib Muhtarom, Aly Muhyidin Thohir Mukarromah, Nisa ul Mukminatus Zuhriyah Mukminatus Zuhriyah Mukminatus Zuhriyah Mulyani, Nanda Mushodiq, Muhammad Agus Muslimah Muslimah Mustafidah, Mustafidah Muzaidin, Muhammad Muzammil, Sa?dulloh Muzani Jalaluddin N. Lia Marliana Nabila Ihza Nur Muttaqi Nadina Salsabila Nadrotin Mawaddah Nahid Ayad Nahruddien Akbar M Najah Baroud Nanda Mulyani Nasution, R Ngatminiati, Yulia Nirwana Nirwana Nirwana, Nirwana Nisa ul Mukarromah Niya Erawati Nugraha Nugraha Nunung Suryati Nur Aini, Afina Nur Hidayatul Padila nur khotimah Nur Laili Nur Mukminatien Nur Mukminatien Nur Mukminatien Nurndiansyah, Ahmad Nurul Aryanti Nurul Aryanti Nurul Aryanti NURUL HIDAYAH Nurul Puspita Nurul Puspita Nurul Puspita, Nurul Oktavi Yanti, Putri Faraz Oktiawati, Unan Yusmaniar Pamela, Cerryantisa Paratika, Talia Laitanii Partohap S. R Sihombing, Partohap S. R Pauliana, Riska Peni Maulita Pradana, Adlan Bagus Pulungan, Husniah Ramadhani Purniadi Putra Putri, Ajeng Eka Qudsiyyah, Zayyun Chadhirotul Raga Driyan Pratama Raga Pratama Rahmalia, Rani Rodiah Rama Pramudya, Galang Ramdan, Nurul Amalia Regina Prayoga Reminta Lumban Batu Retno Wulandari Retno Wulandari Ridhwan Zaki Ridwin Purba Rijal Saputra Rina Maria Hendriyani Rina Mida Hayati Risa Andriani Riski Aji Gumelar Risky Ba’da Mauludiyah Risma Fahrul Amin Risma Fahrul Amin Riyan Erwin Hidayat Riyan Erwin Hidayat Rizal, Adhi Rizky Hidayatullah Rizky Hidayatullah Rizky Hidayatullah Rohmat, Rhaka Ro’uf, Muhamad Ghufron Safitri, Lia Safitri, Linda Sahyoni, Sahyoni Saifur Rohman Saifur Rohman Saipul Annur Salsabila, Shoffia Sanusi, Taufik Saputra, Dicky Abdul Wahyu Saputra, Rijal Sari, Ana Kurnia Sari, Defika Andriana Septiani, Muthia Zahra Septiyana, Linda Serly Marlina Seva Madjid Shely Nasya Putri Sintia Tampubolon Siska Liana Siti Hajar Sitorus, Resty Nurhalimah Siusana Kweldju Slamet . Solihin Sidik Soo Kum Yoke Sri Tuti Rahmawati Sry Butar-butar Subandi Subandi Sudarsono, Bambang Sugiarto Sugiarto Suhendri, Resi Sukrianingrum, Denisa Rizky SULASTRI, EVA MARIA Suliana Suliana Sumarlam, Sumarlam Suparno Suparno Suryani Sinaga Suryawahyuni Latief Sutadi Sutadi Sutarto Sutarto Sutarto Sutarto Syafi’i, Muhammad Syafrudin Syafrudin Syafutra, Satria Syahrian, Firma Syarwani Ahmad Tasdin Tahrim Taufik Sanusi Teguh Rafian Tika Erna Putri Tobari Tristan Rokhmawan Ulil Hidayah Ulung, Ridwan Printis Umar Al Faruq A Hasyim Umar Al Faruq A Hasyim Umar Al Faruq A Hasyim Umar Al Faruq A. Hasyim Umar Al Faruq A. Hasyim Umar Al Faruq A. Hasyim Umar Al Faruq Al Hasyim Umar Al-Faruq A Hasyim Umar Alfaruq A. Hashim Umar Alfaruq A. Hasyim Umar Alfaruq A. Hasyim Umar Alfaruq A. Hasyim Umar Alfaruq A. Hasyim, Umar Alfaruq Umi Latifah Umi Qoni’ah Ummikultsum, Rosaaila Usada, Bagus Uswatun Hasanah Welly Ardiansyah Welly Ardiansyah Wicaksono, Helmi Wiwied Pratiwi Wiwied Pratiwi wiwied pratiwi wiwied pratiwi, wiwied Wulandari, Wiwin Yayuk Hidayah Yayuk Hidayah Yayuk Hidayah Yeasy Agustina Sari Yeasy Agustina Sari Yeasy Agustina Sari Yeasy Agustina Sari Yeasy Agustina Sari Yeasy Agustina Sari Yemima Pangaribuan Yuning Eka Rahma Wati Yusanti, Destya Riska Yuskar, Bobby Octavia Yusni Dita Astika Zagoto, Impiani Zainal Arifin Zhulfania, Nadya Zunia Adha Wati Zuniati, Mai